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	<title>Comments on: Bouncing math lessons</title>
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	<description>Thinking and Linking by Joanne Jacobs</description>
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		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9081</link>
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		<pubDate>Thu, 26 Oct 2006 14:20:11 +0000</pubDate>
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		<title>By: mortgage</title>
		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9079</link>
		<dc:creator>mortgage</dc:creator>
		<pubDate>Mon, 10 May 2004 17:43:03 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9079</guid>
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		<title>By: It'sabouthekids</title>
		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9078</link>
		<dc:creator>It'sabouthekids</dc:creator>
		<pubDate>Wed, 07 Apr 2004 19:59:49 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9078</guid>
		<description>I am parent who just went through an awful experience with the Everyday Math program. As a parent I believe we all try to do what&#039;s best for our kids.  My childs school is not supplimenting at all.  The children are missing very basic facts.  I work nightly at home with my kids - so they are okay - but many kids don&#039;t have a parent to help them.   I went to the school board to let them know about what the kids are missing out on. They did not want to listen. The superintendent lied to the board and said we do suppliment!  Sorry I have children in the school and their is no supplimenting! They are driven by the power of the school board seat - not the interest of the kids.  Our district has risen ten percent in five years - but still 50% of the kids are not even at basic - but they think that this is good!  After five years of EM should we not be seeing more of an improvement?  I am truly worried about this particular group of kids. I believe that since I notified my school board in a public meeting - and they did nothing - I believe I do have legal action later on if my child fails in math.</description>
		<content:encoded><![CDATA[<p>I am parent who just went through an awful experience with the Everyday Math program. As a parent I believe we all try to do what&#8217;s best for our kids.  My childs school is not supplimenting at all.  The children are missing very basic facts.  I work nightly at home with my kids &#8211; so they are okay &#8211; but many kids don&#8217;t have a parent to help them.   I went to the school board to let them know about what the kids are missing out on. They did not want to listen. The superintendent lied to the board and said we do suppliment!  Sorry I have children in the school and their is no supplimenting! They are driven by the power of the school board seat &#8211; not the interest of the kids.  Our district has risen ten percent in five years &#8211; but still 50% of the kids are not even at basic &#8211; but they think that this is good!  After five years of EM should we not be seeing more of an improvement?  I am truly worried about this particular group of kids. I believe that since I notified my school board in a public meeting &#8211; and they did nothing &#8211; I believe I do have legal action later on if my child fails in math.</p>
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		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9077</link>
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		<pubDate>Wed, 24 Mar 2004 07:55:46 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9077</guid>
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		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9076</link>
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		<pubDate>Mon, 22 Mar 2004 16:14:55 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9076</guid>
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		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9075</link>
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		<pubDate>Mon, 22 Mar 2004 14:36:07 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9075</guid>
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		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9074</link>
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		<pubDate>Sun, 21 Mar 2004 00:19:59 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9074</guid>
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		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9073</link>
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		<pubDate>Sat, 20 Mar 2004 12:01:39 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9073</guid>
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		<title>By: Insufficiently Sensitive</title>
		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9072</link>
		<dc:creator>Insufficiently Sensitive</dc:creator>
		<pubDate>Wed, 03 Mar 2004 23:51:04 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9072</guid>
		<description>Joe apparently thinks EM publishers are immune to my nifty lawsuit, claiming &quot;No damages, because there is no duty owed by the texbook purveyors, except that the textbook exists and is delivered.&quot;

There certainly IS a duty owed by those purveyors, and that is to ensure that the textbood functions as advertised.  Failure to do so is fraud.  

If other texts or methods can be shown to be superior, or heaven forbid actually successful at imparting mathematical knowledge instead of psychobabble, then the advertising claims of the EM salesmen (which can hardly be anything but claims of superiority for their product) are worthless or misleading and have cost the consumers real value.

If the consumers are the textbook purchasers, the defendent is properly the authors;  if the consumers are the students or parents, the defendent is the textbook purchasers - who should immediately turn around and sue the purveyors.</description>
		<content:encoded><![CDATA[<p>Joe apparently thinks EM publishers are immune to my nifty lawsuit, claiming &#8220;No damages, because there is no duty owed by the texbook purveyors, except that the textbook exists and is delivered.&#8221;</p>
<p>There certainly IS a duty owed by those purveyors, and that is to ensure that the textbood functions as advertised.  Failure to do so is fraud.  </p>
<p>If other texts or methods can be shown to be superior, or heaven forbid actually successful at imparting mathematical knowledge instead of psychobabble, then the advertising claims of the EM salesmen (which can hardly be anything but claims of superiority for their product) are worthless or misleading and have cost the consumers real value.</p>
<p>If the consumers are the textbook purchasers, the defendent is properly the authors;  if the consumers are the students or parents, the defendent is the textbook purchasers &#8211; who should immediately turn around and sue the purveyors.</p>
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		<title>By: Richard Brandshaft</title>
		<link>http://www.joannejacobs.com/2004/02/bouncing-math-lessons/#comment-9071</link>
		<dc:creator>Richard Brandshaft</dc:creator>
		<pubDate>Wed, 03 Mar 2004 17:00:48 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobsblog.com/2004/02/29/bouncing-math-lessons/#comment-9071</guid>
		<description>Yet again, I saw the term &quot;fuzzy math&quot; misused in commentary about math teaching.  Am I quibbling when I point that out?  That isn&#039;t a rhetorical question; &quot;I know that (or can do that) so anyone with half a brain should know that (or be able to do that)&quot; is a frequent comment.  It&#039;s easy to call it unjustified when it refers to something you can&#039;t do; when it refers to a something you know, it&#039;s harder to judge -- which doesn&#039;t stop some people.

Speaking of different methods, Richard Feynman was once on a California curriculum commission.  He said counting on your figures was an acceptable way to do some problem.  Others in the meeting protested.  He asked when the next meeting was.  Someone told him.  He asked, &quot;In how many days is that?&quot;  People counted on their fingers.</description>
		<content:encoded><![CDATA[<p>Yet again, I saw the term &#8220;fuzzy math&#8221; misused in commentary about math teaching.  Am I quibbling when I point that out?  That isn&#8217;t a rhetorical question; &#8220;I know that (or can do that) so anyone with half a brain should know that (or be able to do that)&#8221; is a frequent comment.  It&#8217;s easy to call it unjustified when it refers to something you can&#8217;t do; when it refers to a something you know, it&#8217;s harder to judge &#8212; which doesn&#8217;t stop some people.</p>
<p>Speaking of different methods, Richard Feynman was once on a California curriculum commission.  He said counting on your figures was an acceptable way to do some problem.  Others in the meeting protested.  He asked when the next meeting was.  Someone told him.  He asked, &#8220;In how many days is that?&#8221;  People counted on their fingers.</p>
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